Teacher Self-Disclosure: a literature review

To maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students' understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing itseffect on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories weredetermined: cognitive learning, affective learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.